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INDONESIA
Jurnal Pendidikan Fisika dan Teknologi
Published by Universitas Mataram
ISSN : 26145618     EISSN : 24076902     DOI : -
Core Subject : Science, Education,
Education Physics
Jurnal Pendidikan Fisika dan Teknologi (JPFT) merupakan wadah publikasi ilmiah bagi dosen, guru, mahasiswa, dan peneliti bidang fisika dan pembelajarannya, termasuk teknologi terapan dan teknologi pembelajaran yang sesuai. Terbit perdana pada tahun 2015 dan mulai tahun 2017 JPFT terbit 2 kali dalam setahun yaitu pada bulan Juni dan Desember.
Arjuna Subject : -
Articles 518 Documents
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The Effect of the 5E Learning Model on High School Students’ Cognitive Learning Outcomes and Renewable Energy Literacy Sartika Sartika; Abdul Hakim; Laili Komariyah; Riskan Qadar
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.9952

Abstract

The growing global energy crisis requires younger generations to possess adequate knowledge and awareness regarding the use of renewable energy. However, students’ energy literacy remains relatively low, and instructional practices are often still conventional. This study aims to analyze the effect of the Learning Cycle 5E model on improving students' cognitive learning outcomes and energy literacy on the topic of renewable energy. A quantitative approach was employed using a quasi-experimental design with a nonequivalent control group design. The sample consisted of two Grade 10 classes from a senior high school in Samarinda, divided into an experimental group and a control group, each comprising 32 students. Data were collected through essay tests to assess cognitive learning outcomes and questionnaires to measure energy literacy. Data were analyzed using one-way ANOVA to determine the effect of the treatment. The results indicated a significant improvement in cognitive learning outcomes and students' attitudes toward energy literacy among those taught using the Learning Cycle 5E model. However, the basic knowledge and behavioral aspects did not show significant improvement, which may indicate that students had already possessed foundational environmental knowledge and pro-environmental habits influenced by the implementation of the Adiwiyata (eco-school) program. Future studies are encouraged to investigate deeper dimensions of energy literacy and to apply a longer intervention period to obtain a more comprehensive understanding of the learning model’s effectiveness in schools implementing the Adiwiyata (eco-school) program.
Validity And Practicality of PBL-Based Student e-Worksheets in Improving Physics Problem-Solving Skills Amanda Ramadhona; I Wayan Distrik; Fatkhur Rohman
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.10147

Abstract

Problem-solving skills are an important factor in physics learning. Efforts to improve problem-solving skills in physics require PBL-based electronic worksheets. This study aims to develop a valid and practical PBL-based electronic worksheet to improve physics problem-solving skills in the context of global warming. This type of research is development research that follows the research model developed by Thiagarajan, which consists of 4 stages: define, design, development, and dissemination. The PBL-based electronic worksheets development method to improve problem-solving skills in this research and development consists of 3 stages: the define stage, used to analyze student and teacher needs for PBL-based electronic worksheets; curriculum analysis; data analysis of student skills in solving physics problems; and searching for articles related to problem-solving skills. At this stage, data on students’ problem-solving skills and the importance of electronic worksheets in physics learning are collected. The design stage is used to create the electronic worksheets’ design. At this stage, a problem-based electronic worksheet design is produced. The development stage involved validity tests conducted by 3 experts: 2 physics education lecturers and 1 physics teacher. At this stage, a valid PBL-based electronic worksheet was produced, as indicated by an average content validity of 4.31 and construct validity of 4.32, categorized as valid. The next test was the practicality of the PBL-based electronic worksheets. The practicality test was conducted by implementing the electronic worksheets with students studying global warming. This stage resulted in practical electronic worksheets, as indicated by an average implementation rate of 86% and Positive student responses (77%) stating that electronic worksheets were easy to understand. In comparison, 23% of students said electronic worksheets were a bit difficult to understand. This indicates that the PBL-based electronic worksheets are easy for teachers to implement and can be used by students in physics learning.
Analysis of Boron Arsenide (BAs) Band Gap Energy Experimental Results vs DFT-Based Calculations Muhammad Dipa Pramudita Budiyana; Muhammad Ziddan Rachman; Pina Pitriana; Diah Mulhayatiah
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.10241

Abstract

This study aims to analyze the density of states (DOS) of boron arsenide (BAs) using two types of pseudopotentials, namely PBE ultrasoft and PBE-PAW, within the framework of density functional theory (DFT). The resulting DOS profiles show that both methods are able to capture the fundamental electronic characteristics of the material, with similar energy distribution patterns, although differences are observed in the detailed features of the curves. The PBE-PAW method produces smoother and more representative results near the atomic nucleus, whereas the PBE ultrasoft approach exhibits sharper and more fluctuating peaks. Around the Fermi energy level, the density of states approaches zero, indicating the semiconducting nature of the material. The estimated band gap is in the range of 1.5–2.5 eV, suggesting that BAs has potential applications in electronic devices, sensors, and photovoltaic technologies. Based on these findings, further studies are recommended to validate the band gap using hybrid functionals or the GW approximation, to investigate phonon behavior and thermal conductivity, and to optimize pseudopotential selection for high-precision electronic property calculations in future device-oriented applications.
A Review of Polyaniline-based Radar Absorbing Materials: Mechanism, Structure, Performance, and Future Applications Yaaquuta Yusrinaa Salma; Amanda Novita Ramadhani; Nur Fitriani Indah Lestari; Nugrahani Primary Putri
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.10590

Abstract

Electromagnetic waves caused by the development of radar technology, wireless communications and modern electronic devices has the potential to disrupt the function of the device and impact human health, so solutions are needed such as microwave absorbing materials or radar absorbing materials (RAM) that are light and thin, have high absorption strength, wide absorption band, strong damping, and good stability and environmental resistance. With polyaniline (PANI) as the main focus for microwave absorbing materials because it is a conductive polymer with high conductivity, good chemical stability, low density, and ease of synthesis. , this article will review the latest developments of PANI-based microwave absorbing materials composited with several other materials with a focus on the absorption mechanism, dielectric and magnetic characteristics, and the effect of composite formation on performance improvement. Based on the literature, PANI composites with ferrite, metal oxide, MXene, graphene, and MWCNT show reflection loss (RL) up to −88.8 dB with effective the bandwidth reaches 14.6 GHz at a thin thickness of 1–3 mm. This performance improvement results from the synergy between dielectric and magnetic losses through the mechanisms of multiphase interface polarization, Debye relaxation, natural magnetic resonance, and impedance matching. optimal matching. With its lightweight, flexible characteristics and wide frequency range operation (S band– Ku band), PANI-based composites are excellent candidates for radar absorbing material (RAM), electromagnetic shielding (EMI shielding), and stealth technology applications in defense systems and modern electronic devices.
Critical Thinking and Mathematical Representation in Dynamics Motion: Instrument Development and Student Profiling in South Sulawesi Muh Syahrul Padli; Heru Kuswanto; Supardi Supardi
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.10826

Abstract

The quantitative-descriptive study was conducted to develop instruments for measuring critical thinking and mathematical representation skills, specifically to characterize the student profiles in South Sulawesi based on established indicators in physics learning. The research involved 362 twelfth-grade science students from three randomly selected schools who had completed the Motion Dynamics topic during the first semester of the 2025/2026 academic year. Employing the One-Parameter Logistic (1PL) Item Response Theory, the study confirmed that the developed instruments possess high validity, excellent feasibility, and strong reliability (Person Reliability = 0.75–0.77; Cronbach's Alpha = 0.78) with minimal item bias. Rasch analysis revealed a difficulty range of −0.969 to +1.489 logits, which effectively distinguished between low-, medium-, and high-ability learners. Field test results indicated that students’ skills generally fall within the low-to-moderate range. Specifically, easy items (Items 1, 2, and 7) showed that students have mastered foundational skills, such as gathering information and expressing physics concepts mathematically. Meanwhile, moderate items (Items 3 and 8) demonstrated adequate analytical and problem-formulation abilities. However, items in the difficult and most difficult categories (Items 4–6, 9–10) revealed persistent weaknesses in higher-order thinking, particularly in evaluating conclusions and interpreting mathematical results conceptually.
The Impact of Game-Based Learning on Cognitive and Affective Outcomes in Science Education: A Systematic Review Ilham Ramdhani; Achmad Samsudin; Duden Saepuzaman; Risnatati Risnatati; Muhammad Musyadad
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.11085

Abstract

The aim of this study is to examine the application of game-based learning (GBL) in general science (IPA) and physics learning at all levels of education and its influence on students' abilities and affective. Systematic Literature Review (SLR) was conducted by analyzing 45 articles published over the last five years, focusing on educational level, game type and subject matter and its impact on the learning process. The research found that found that GBL approach is effective in developing students' abilities such as problem-solving, conceptual understanding, retention, and improving academic achievement. In the affective domain, it can increase students' motivation, engagement, and self-efficacy. In addition, the author highlights the existence of research that combines GBL with local culture, namely in research, besides being effective in increasing students' abilities and affective (motivation and involvement), it also introduces and re-popularizes local cultural values. This study recommends that schools and educational policymakers seriously consider the integration of game-based learning (GBL) by ensuring that the learning environment, media, and pedagogical practices are designed to support interactive, student-centered learning and training is needed for teachers can design well-directed learning and achieve learning objectives, especially in science lessons
Subsurface Structure Analysis Using HVSR Inversion in the Musi Ujan Mas Kepahiang Hydroelectric Area Shalzabilla Umini Annaqsyabandi; Refrizon Refrizon; Arif Ismul Hadi; Muhammad Najib Syami Muqtadir; Hilmi Zakariya
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.11154

Abstract

Bengkulu Province is characterized by high seismic activity due to the convergence of the Indo-Australian and Eurasian plates and the presence of the active Musi Segment of the Sumatra Fault. These tectonic conditions make Kepahiang Regency particularly susceptible to shallow earthquakes, highlighting the importance of subsurface characterization for critical infrastructure such as the Musi Ujan Mas Hydroelectric Power Plant. This study aims to investigate subsurface characteristics around the hydropower plant area using microtremor measurements analyzed through the Horizontal to Vertical Spectral Ratio (HVSR) method and HVSR inversion. A total of 40 measurement points were acquired using a PASI Gemini 2 portable seismograph with a sampling frequency of 200 Hz. HVSR analysis was conducted to determine the dominant frequency (f₀), amplification factor (A₀), and seismic vulnerability index (Kg), while inversion of HVSR curves using Dinver software was applied to estimate shear-wave velocity (Vs) profiles and   values. The results show that f₀ ranges from 1,21 to 5,77 Hz, with dominant low-frequency values indicating thick and soft sediment layers. Amplification factors vary between 1,46 and 15,01, while Kg values suggest that a large portion of the area is highly vulnerable to seismic effects.   values range from 213,26 to 508,88 m/s, corresponding to soil classes C and B based on UBC and EC8 classifications. These findings indicate significant subsurface heterogeneity and identify areas prone to seismic amplification, providing important information for seismic hazard assessment and infrastructure planning.
Simulation-Based Visualization of Emission Spectrum Using a Diffraction Grating Lira Lira; Anisa Qoriq Atun Nasiroh; Dia Oktarina Gumanti; Hamdi Akhsan; Nadya Anggraini; Taufiq Taufiq
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.12092

Abstract

This study aimed to develop a simulation-based learning medium for visualizing emission spectrum and predicting spectral colors based on the diffraction grating phenomenon. It employed a Research and Development (R&D) approach, focusing on product development, validation, and feasibility evaluation. The product was assessed through expert validation and small-group testing involving 12 students from the Physics Education Study Program. The validation results showed that the simulation was rated as highly feasible, achieving content validity of 100%, construct validity of 97.3%, linguistic and instructional clarity of 93.3%, and usability and interactivity of 93.3%, resulting in an overall validity score of 96%. These findings demonstrate that the simulation is valid and suitable as an instructional tool for teaching emission spectrum and diffraction grating concepts. As this study was limited to the product development and feasibility evaluation stages, the effectiveness of the simulation in improving students' conceptual understanding and learning outcomes remains to be investigated in future research.
The Effect of the Guided Inquiry Learning Model with Laboratory Experiments on Students’ Higher-Order Thinking Skills Made Devayana Krisna Pendit; I Wayan Santyasa; I Nengah Edi Budiarta
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.12118

Abstract

This study aimed to examine the differences in the effects of guided inquiry learning using laboratory experiments, guided inquiry learning using virtual experiments, and conventional learning on students’ higher-order thinking skills (HOTS). A quasi-experimental method with a one-way non-equivalent pretest–posttest control group design was employed. The study population consisted of five Grade 11 science classes at SMA Negeri 2 Singaraja. A sample of three classes comprising 120 students was selected using cluster random sampling. Students’ HOTS were measured using a 10-item essay test. The instrument demonstrated acceptable item validity, with item-total correlation coefficients ranging from 0.31 to 0.62, and high reliability (Cronbach’s α = 0.845). Students’ initial HOTS scores were treated as the covariate. Data were analyzed using one-way analysis of covariance (ANCOVA), followed by the Least Significant Difference (LSD) post hoc test. Statistical significance was determined at the 5% level. The results showed significant differences among the three instructional approaches in terms of students’ HOTS (F = 68.173, p < 0.05). The LSD test indicated that guided inquiry learning using laboratory experiments produced significantly higher HOTS than guided inquiry learning using virtual experiments and conventional learning. These findings suggest that integrating laboratory experiments into guided inquiry learning is more effective in enhancing students’ higher-order thinking skills in physics than virtual experiments or conventional instruction.
Predictors of Physics Learning Outcomes: The Role of Prior Knowledge and Growth Mindset Nur Arviyanto Himawan; Murtono Murtono; Zul Hidayatullah
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.12141

Abstract

Growth mindset plays an important role in facilitating students' understanding of physics concepts. This study aimed to examine the effects of prior knowledge and growth mindset on students’ physics learning outcomes. A quantitative approach with a correlational research design was employed. The sample consisted of 36 students from the Physics Education Study Program at UIN Sunan Kalijaga who were enrolled in the Fundamental Physics course, selected using a saturated sampling technique. Data were collected using a growth mindset questionnaire, a prior test (pretest), and a physics learning outcomes test (posttest). The research instruments were validated and tested for reliability before use. Data were analyzed using descriptive and inferential statistics, including prerequisite tests, multiple linear regression, and Pearson correlation analysis. The results showed that prior knowledge and growth mindset jointly had a significant effect on physics learning outcomes, with an R value of 0.775 and an R² value of 0.600, indicating that the two variables explained 60% of the variance in learning outcomes. The ANOVA results confirmed that the regression model was statistically significant (F = 24.787, p < 0.001). Partially, prior knowledge had a positive and significant effect on physics learning outcomes (β = 0.689, p < 0.001), whereas growth mindset had a negative but non-significant effect (β = –0.414, p = 0.295). These findings indicate that prior knowledge is the dominant factor influencing students’ physics learning outcomes, whereas growth mindset serves as a complementary supporting factor. Therefore, instructional design should emphasize diagnostic assessment and the reinforcement of prerequisite knowledge before introducing new concepts. In addition, students’ growth mindset should continue to be fostered to encourage reflective learning and strengthen their confidence in overcoming academic challenges.

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